Definition of teaching reflection: teaching reflection refers to teachers' re-understanding and rethinking of education and teaching practice in order to sum up experiences and lessons and further improve the level of education and teaching. Teaching reflection has always been an effective means for teachers to improve their personal professional level, and everyone who has made achievements in education has always attached great importance to it. Now many teachers will reflect on their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories or educational experiences.

Teaching reflection type: 1, vertical reflection and action research;

That is to think and sort out one's own teaching practice as a cognitive object in the historical process. At the same time, students' feedback is constantly obtained and analyzed as another cognitive object. Finally, two specific cognitive objects rub together and integrate thinking. The idea of primary school teaching runs through your teaching career, not a special task at a certain stage. I think therefore I am, and I think therefore I am new.

2, lateral reflection and comparison method:

Teaching reflection needs to jump out of self and reflect on self. The so-called "jumping out of self" means to communicate frequently in the classroom, study the teaching strengths of others, learn from others' strengths, find out the differences in thoughts and analyze the differences in means and methods through study and comparison, so as to improve themselves. Of course, whether using action research or comparative method, we all need to learn advanced education and teaching theories, improve our theoretical level, and reach the realm of "reaching the peak, the other mountains all appear dwarfs under the sky.".

3, individual reflection and summary method:

"Thinking after class": It is very important for new teachers to sum up their thoughts after a class and write a class or teaching diary. "Think after a week" or "think after a unit": that is, after a week of class or a unit is finished, reflect, cross the river by feeling the stones, and correct the problems in time when found; "Thinking after the month": combing the teaching activities for one month; "Mid-term thinking": that is, the popular mid-term quality analysis, which is a relatively complete stage analysis. Pass the mid-term exam, hold a student forum, listen to opinions, and conduct a complete integrated thinking; You can also reflect on a semester, a school year or a teaching link.

3, collective reflection and dialogue method:

Collective reflection refers to observing the teaching practice of oneself and colleagues with colleagues, and having a dialogue and discussion with them on practical issues. This is an interactive activity, which focuses on successful sharing, cooperative learning and common improvement among teachers, and helps to build a cooperative learning community. As the saying goes, "bystanders are clear, but the authorities are confused." Examining one's own teaching practice from the perspective of others can make one have a clearer understanding of the problems and obtain a wide range of ways to solve them. Teachers observe each other's teaching and record what they see and hear in detail. You can also use the camera to shoot teaching activities and organize watching. Each observing teacher writes a reflection on teaching, analyzes it according to his own teaching practice, urges everyone to think separately, and then discusses it together. In view of the common confusion in teaching, each teacher gives his own opinions and puts forward ideas to solve the problem. "Even if there is a conflict of understanding, it is also an opportunity for wisdom collision and learning." Paying attention to the cooperation and dialogue between teachers is an important feature of reflective teaching. Reflection is not only "thinking behind closed doors", but also an important way to communicate with the outside world, which is determined by the sociality of teaching and learning. In addition to collective reflection among colleagues, educational research scholars can also be invited to intervene, put forward promotional and targeted suggestions, and urge teachers to constantly reflect, so as to gain a newer and more comprehensive understanding.